The subjective experience of emotions ( also called affect) is a distinct private mental state. One form of affect, anxiety can have either a postive or negative effect on learning and cognition , depending on the circumstances. A small amount of anxiety often improves performance. It is known as facilitating anxiety. In contrast, a great deal of anxiety usually interferes with effective performance. It is known as debilitating anxiety. For example, a situation when physical safety is at risk, self worth is threatened or concerned about physical apperance.
Emotions also involve response or action tendencies.Emotions also involve response or action tendencies. A teacher may want to laugh out loud at a student's joke, or feel an impulse to publicly embarrass a student who is disrespectful. These action tendencies can be modulated or regulated: the first teacher might keep his face passive and the second teacher may just quiet-ly say, "Please see me after class." Action tendencies associated with emotions are often so powerful that they temporarily override longer-term goals.
Lauren Silverio, Ashley Marino, Vincenzo Giliberti and Lindsey Goodine
The general moods a learner brings to bare on a task, also know as affect.
http://scholar.googleusercontent.com/scholar?q=cache:JZ45t6xLzmYJ:scholar.google.com/+emotion+in+the+classroom&hl=en&as_sdt=0,7
"The vital aspect of the learning process is emotion."
http://www.jstor.org.unh-proxy01.newhaven.edu:2048/stable/30189914?seq=2&Search=yes&searchText=emotions&searchText=education&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Demotions%2Bin%2Beducation%26fromHomePage%3Dtrue%26acc%3Don%26wc%3Don%26fc%3Doff&prevSearch=&item=14&ttl=62668&returnArticleService=showFullText&resultsServiceName=null
The subjective experience of emotions ( also called affect) is a distinct private mental state. One form of affect, anxiety can have either a postive or negative effect on learning and cognition , depending on the circumstances. A small amount of anxiety often improves performance. It is known as facilitating anxiety. In contrast, a great deal of anxiety usually interferes with effective performance. It is known as debilitating anxiety. For example, a situation when physical safety is at risk, self worth is threatened or concerned about physical apperance.
Emotions also involve response or action tendencies.Emotions also involve response or action tendencies. A teacher may want to laugh out loud at a student's joke, or feel an impulse to publicly embarrass a student who is disrespectful. These action tendencies can be modulated or regulated: the first teacher might keep his face passive and the second teacher may just quiet-ly say, "Please see me after class." Action tendencies associated with emotions are often so powerful that they temporarily override longer-term goals.
Lauren Silverio, Ashley Marino, Vincenzo Giliberti and Lindsey Goodine